Religious Values and Educational Norms among Catholic and Protestant Teachers in Hungary
Round 1
Reviewer 1 Report
Suggestions: define denominational earlier in paper; include early part of method section in introduction; more clarity around inclusion of historical data in results section; Analysis tables need completion
Support: comprehensive work; sequenced with earlier scholarship; engaging presentation of findings
Author Response
Thank you for your thorough and helpful work!
We tried to fix any errors that occurred.
Point by point responses:
define denominational earlier in the paper - replaced in the text (in the abstract)
include early part of method section in introduction - corrected in the text
more clarity around inclusion of historical data in results section - corrected in the text
Analysis tables need completion - The charts do not show the educational values between which there were no significant differences.
Reviewer 2 Report
Question about the hypothesis (181-187): You only mention "hard work" once - in your hypothesis,- nothing in theory or even research results?
Is strong national identity an educational principle (p. 9)? Any references?
What does it mean that the teacher is „efficient“ in pursuing own interest (l. 332) – do you mean in the class or any other educational sense? what kind of? Or generally in life?
Any comments about the educational achievements as educational value? (not mentioned among in your research among your educational values, it seems it was connected with religiosity l. 131 as well as in educ. research l. 159)
l. 11: ....compare teachers’ what? ....
l. 115 – differences between Catholic and Protestant believers – only Durkheim's research?
l.119 - capital P for the word Protestant (Protestant work..., also in Sources 264, also in Figures 1,2)
l.120 – omit the word „nowadays“ – a bit confusing in connection with article from 1977
l.138-139 – confirm by research that „tolerance is the educational value that is most often associated with school’s or teachers’ religiosity – It is a very strong statement – the following research (Northern Irish) is not exactly an illustration of this argument. Especially contradicting the previous statement (l. 64-65): „. If students and their teachers come from the same cultural background, it enhances the efficiency of education. Cultural matching has been researched from the viewpoint of race/ethnicity: if students and teachers come from the same racial/ethnical background, it can help them" - is this developing tolerance as educational value?
l. 186 – any research on which this hypothesis is based (which arguments for the educational values/basically no references in the article)? You mention hard work, frugality (educational values) and 184-185 - religious faith, creation of the created world and community values - but they are religious... Why religious with Catholics and educational with Protestant? Make more clear the second part of the hypothesis. This way it seems as if the hypothesis was written after the research was done which might happen in case of qualitative, not quantitative research.
OTHER COMMENTS:
The author also comments that the self-classification is subjective
l.214 – scale – footnote, scale number 2: should really be „religious in my way“
L. 242-243: How can the reliability of the data due to the subjectivity of the self-classification be overcome? Any other supportive data?
l. 245 – This ratio is high because is England..???
l. 266 – which year census? (reference)
l. 274: Not clear: However, these figures are still higher than in the entire Hungarian adult population (which numbers are you comparing?)
213-217 – no mention about measuring their educational norms which is one of the two main research areas of the study (at least in the title). And a similar question: Any reference to the background to where did your educational principles stem from? (e.g. in the current post-modern education the educationalists try to avoid the word „obedience“, they speak about co-operation and facilitation and development of own self-realisation). Which reference points for educational norms did you use?
l. 229-230 – which intersectoral comparison, what kind of data about the religiosity of the entire population? – more information needed – this is a new information
L. 233 - different statements: a) In contrast, in our present survey, teachers of Catholic 233 schools appeared much more religious, b) 240-241 - "so altogether the proportion of teachers who were somehow religious was the same as in schools run by monastic orders.
l. 365 - The examination of our hypothesis
Author Response
Thank you for your thorough and helpful work!
We tried to fix any errors that occurred.
For point-by-point responses please see the attachment.
Author Response File: 
Author Response.docx
